A STUDY ON THE FACTORS AFFECTING IFRS INTEGRATION IN UNDERGRADUATE ACCOUNTING CURRICULA AT VIETNAMESE UNIVERSITIES

Abstract

This research seeks to determine the elements influencing the integration of international Financial Reporting Standards (IFRS) into the undergraduate accounting curricula at Vietnamese universities. The study was carried out at 18 higher education institutions, involving 219 lecturers who are directly engaged in teaching this subject in Vietnam. The authors employed a multiple regression analysis method, utilizing SPSS software on the gathered data to evaluate the effects of various factors on the integration of IFRS into the undergraduate accounting program. The findings reveal that six factors significantly and positively influence the degree of IFRS integration in the undergraduate accounting curriculum, ranked from most to least influential: (i) Competence and awareness of lecturers, (ii) Professional organizations and stakeholders, (iii) Policies and regulations from regulatory authorities, (iv) Student capability and motivation, (v) Teaching methodologies, and (vi) Leadership within the educational institution. The results of the research highlight that lecturers are the most crucial element in effectively delivering and implementing IFRS within the educational setting. Furthermore, the study indicates that the integration of IFRS necessitates collaboration among lecturers, students, universities, and pertinent organizations to ensure that the undergraduate accounting curriculum aligns with international integration standards.